Doctor Of Education In Transformational Leadership And Coaching (EdD)
LENGTH OF PROGRAM (INCLUDING PREREQUISITE M.A. PROGRAM)
- 66-72 months (depending on length of comprehensive qualifying exams and dissertation)
- 147 quarter credit hours
Wright Graduate University's Doctor of Education (EdD) in Transformational Leadership and Coaching prepares graduates to apply their advanced scholar practitioner skills as leaders in a wide range of fields including coaching, education, business, training, and human services.
Through the doctoral program, you build and employ the skills to bring out the best in yourself and those you lead and coach. As a graduate, you are trained to develop, implement, and assess transformational vision and strategy for individuals and—depending on your interest and experience for groups and institutions—facilitating the development of learning organizations and enhancing quality of life in a wide array of fields.
You develop the skills to assess the current state and challenges of the individuals or groups you coach and/or lead, determine their vision and pathways to realize the vision, and facilitate the implementation and assessment of solutions to individual or organizational challenges using coaching and a wide array of leadership skills to motivate individuals and teams to their highest potential.
Wright Graduate University delivers learning through a hybrid of synchronous and asynchronous elements. Synchronous participation is required for weekend learning sessions conducted once per month at the residential campus in Elkhorn, Wisconsin, with option of in-person participation or distant participation via online meeting or telephone. Students participate asynchronously in online discussions between weekend learning sessions.
Upon successful program completion, you will be prepared to:
- Employ visionary transformational leadership skills as appropriate to various environments and situations.
- Adapt transformational emergence coaching skills to a wide range of individual and group settings.
- Conduct advanced developmental professional business training for audiences across various organizational levels.
- Produce complex, strategic, integrative, and professional business communication.
- Educate others on the application of principles for personal responsibility in an organizational context.
- Compose iterative, strategic self-development for personal, career, and organizational success.
- Employ a wide range of social-emotional intelligence skills in personal life, leadership, and coaching.
- Create integrative, transdisciplinary planning and problem-solving strategies using Wright Ideal State Action Planning (ISAP), Purposeful Living Process (PLP), and other technologies.
- Integrative Learning and Transformational Development for Leadership and Coaching
- Foundations of Human Development & Emotional Intelligence for Coaching & Leadership
- Foundations of Human Relationships for Coaching & Leadership
- Coaching & Leadership Approaches to Developing Personal Power
- Purposeful Living in Coaching & Leadership
- Transformational Leadership & Group Dynamics
- Professional & Leadership Coaching
- Master’s Capstone Project
- Advanced Developmental Approaches to Facilitating Human Emergence & Performance in Leadership & Coaching
- Advanced Adlerian Approaches to Leadership & Coaching in Human Emergence & Performance
- Existential & Humanistic Approaches Applied to Coaching & Leadership
- Systems Assessment, Intervention & Design
- Training Development, Analysis, and Delivery Lab
- Advanced Training Development, Design, and Delivery Lab
- Advanced Transformational Coaching
- Advanced Transformational Group Leadership
- Research Methodologies and Design I
- Research Methodologies and Design II
- Comprehensive Qualifying Exams (AC511 - Upon successfully passing these exams, students will become Doctoral Candidates)
- Dissertation (Please view the course descriptions, catalog, or Dissertation Manual for detailed information on the milestones required to successfully complete the dissertation portion of this program.)
- Year of More: Nourishment & Self Care Quarter
- Year of More: Robust Relationships Quarter
- Year of More: Personal Power Quarter
- Year of More: Purposeful Living & Leadership Quarter
- Group Process Training
- Personal Emergence Process
- Coaching Lab
- Social and Emotional Intelligence Transformation Lab I
- Social and Emotional Intelligence Transformation Lab II (optional laboratory course)
- Number of units/credits required for this program: 148 (including pre-requisite Master of Arts degree earned at Wright Graduate University)
- Total Tuition and Required Fees for the entire program completed in normal time: $129,908 (including pre-requisite Master of Arts degree earned at Wright Graduate University)
- 6-digit CIP Code for Program (from Dept. of Education): 52.1006 (Executive/Career Coaching)
- SOC Code(s): 11-3121.00, 11-3131.00, 13-1071.00, 13-1151.00, 21-1012.00
- The normal time in months to complete program as published in Graduate Catalog: 60 (including pre-requisite Master of Arts degree earned at Wright Graduate University)
Click here to read retention, placement, calculation methodology, and other gainful employment information for this program.
This first course of your degree program begins your adventure of yearning-based learning. In it, you learn the basic processes of the Wright Performative approach to learning, growing, and personal transformation from the inside out. This springboard course orients you to your journey as a Wright Graduate University scholar practitioner. It provides a foundation for your own transformation, your development as a transformational leader, and the successful completion of your Master’s program at Wright Graduate University.
You are introduced to the intellectual, research, and practice areas of leadership with an emphasis on understanding yourself and others for effective management and leadership in organizational, team, and one-to-one aspects of your personal and professional life. In the Overview component you learn the six core academic disciplines–Neuroscience, behavioral economics and other related research; Adlerian; Humanistic; existential; developmental; and educational disciplines which bring to light applied insights
and skills in organizational management and leadership. In the Performative component, you focus on your own learning and growing that you apply through weekly behavioral assignments to enhance your effectiveness in all areas of your life, including your profession. You assess yourself and others with the CARE personality profile to provide a common foundation for continued social emotional intelligence development. In the Applied component, coaching skills provide foundational skills in one-to-one leadership and relationship management. You also learn and apply the team empowerment structure with which you will manage your cohort activities including plenary meetings and other projects.
You learn the best practices to get the most out of the on-line learning component of your studies. You are oriented to the Wright Graduate University online community and engage in rich developmental interactions with your classmates. You orient to weekly lesson, reading, and discussion processes that you follow throughout your studies. You discover the ebb and flow rhythms that you follow each quarter to help facilitate your planning and self-management. You learn to track and plan your personal, leadership, and social emotional intelligence development through your Purposeful Leadership Process.
You explore emergence as a fundamental dynamic in optimizing individuals and group performance. You begin to understand the critical thinking skills of coaching, leadership, and business management that allow an individual to better apprehend, analyze, and make decisions from more accurate analysis of sensory, analytic, and other grounded data. Your analysis provides insight into themes patterns for which you design actions and interventions for change and better goal achievement. You develop as an individual in all areas of life, as well as a scholar practitioner, business professional, leader, and coach who practices what you preach and teach.
No prerequisites or co-requisites.
This foundational course helps you as a coach and leader to understand the developmental process of individuals. You learn theories and research of child development and how these processes impact adult behavior, emotional intelligence, and career and life success. By understanding how you became who you are, you are better able to become who you could be and help others do the same in coaching, leadership, and teaming. You learn about emotional intelligence, a recognized factor in successful leadership, coaching, training, and teaming, while also developing your emotional intelligence skills and facility. Individual developmental needs and emotional intelligence are analyzed and facilitated from the perspectives of the six core fields of Developmental Psychology, Adlerian Psychology, Human Potential, Existentialism, Educational Theory, and Neuroscience and Other Research, and their synthesis in Wright Integrative. Topics covered include attachment theory, the purpose and neuroscience of emotions; the contribution of emotions to learning, effective decision-making and communication; and how emotional data support positive self-concept and executive hardiness.
Prerequisite: AC00. Prerequisite or co-requisite: PL01.
Patterns of relating are founded on earliest childhood experiences. Current neuroscience is demonstrating that our earliest family experience is encoded in our neural pathways and our personal strengths and limitations are determined by this programming, especially in developing fulfilling, powerful, influential relationships. In almost all vocations, success is greatly influenced by the quality and depth of relationships. This course introduces you to leading theories of adult development and explores the many subtle links between childhood and adult relating—all with an eye toward coaching and leading individuals and groups to higher performance. You learn about social and emotional intelligence and develop relationship skills needed for effective interactions. You will understand the neurological foundations of self-limiting behavior as you employ increasingly effective group and interpersonal strategies. Skills taught in this course are founded on systems and attachment theories, humanistic and developmental psychology, and existentialist perspectives.
Prerequisite: AC00. Prerequisite or co-requisite: PL02.
The ability to influence others and get work done—in other words, personal power—is a key attribute of all human beings you will tap and develop in your coaching and leadership. This course helps you identify and understand the many varieties of personal power you already employ, as well as self-imposed blocks and limiting beliefs that prevent you as well as those you coach and lead from realizing full personal impact. You discover the relationship of authenticity and personal power. Skills taught include identifying your personal power styles, learning different means of influencing and motivating others, and developing your social intelligence. An overview of developmental psychology and existential philosophy helps you understand the power of orienting to principles in any situation, including the power of orienting towards personal principles of truth and authenticity.
Prerequisite: AC00. Prerequisite or co-requisite: PL03.
Purpose is an essential element that informs every aspect of career and life success. Your study of principled behavior and purposeful living will give added meaning and direction to all your coaching and leadership. You will identify an initial life purpose statement and discover ways in which having a clearer sense of purpose gives focus and perspective to all you do. Learning to live the principles of transformation bring deeper meaning and greater performance to all your coaching and leadership. You will analyze your natural gifts and talents and explore how applying those gifts in the service of others can generate career success and a lifelong sense of satisfaction and meaning. An overview of existential philosophy, human potential, Adlerian education and psychology, and other aspects of Wright Integrative helps you understand the relationships of applying principles such as intent, choice, and responsibility to successful leadership and coaching.
Prerequisite: AC00. Pre-requisite or co-requisite: and PL04.
Leadership is the capacity of every individual to influence the thoughts, feelings, and actions of others. It is typically understood as the ability to effect and manage change in people and organizations. Through self-assessment, case studies, theoretical modeling, and analysis of personal laboratory experience, you dive into the world of thinkers on leadership as you study yourself and others in laboratory situations. In this course, you make use of historical and emerging leadership principles and technologies to deepen your understanding of the leadership resources you have at your disposal. You learn the four components of transformational leadership and how transformational leadership differs from transactional leadership. You refine your personal leadership development aims as you explore how to be a more effective leader in every area of your life, and influence others to do the same. You also study the models, mechanisms, and dynamics of groups and identify the conscious and unconscious behaviors that influence group functioning. After taking this course, you will never see group dynamics the same again.
Prerequisite: AC00 & AC32, PL01, PL02, PL03, and PL04. Corequisite: PL05.
In this course, you will learn the theory, skills, principles and practices that undergird professional coaching, as they will provide a solid foundation for your development as an effective professional coach or business leader. You will acquire an understanding of the philosophical, theoretical, and ethical foundations of coaching while being introduced to various types of coaching including but not limited to transformational, emergence, career, personal and goals coaching. You will also be introduced to the International Coach Federation Core Coaching Competencies. You will learn how to demonstrate each competency in real-time conversations and experience the effect of these skills as a client. You will experiment with the language of coaching and distinguishing the effects of coaching techniques in various settings. You will learn a defined process to structure a coaching session and engagement and learn about the benefits of the structure as well as the vulnerabilities of a poorly structured engagement. You will learn evidence-based methodologies to establish credibility, build trust and demonstrate empathy with a coaching client or business client. You will complete the course having effectively coached and having been coached. This course helps you establish a firm foundation towards becoming a professional coach or transformational business leader who operates with mutuality and responsibility to help others reach their full potential, whether in a coaching practice or in any professional or personal setting. After this course, you may take a complementary laboratory course on how to build and manage a sustainable coaching practice or launch your coaching career (PL11 and PL 12 respectively).
Prerequisites: AC00, AC12, and AC22 or permission of instructor. Corequisites: PL07 and PL08.
The master’s capstone provides an opportunity for you to bring your yearning-based learning studies to focus in one portfolio demonstrating your transformational learning and development throughout the program. Your capstone project will demonstrate your in-depth understanding of Wright Integrative as it is used in the transdisciplinary process of transformation and emergence and as it is applied in coaching and leadership, in both personal and professional settings. With professor approval and guidance, you will review, synthesize and apply your learning to date (and during the two-quarter capstone project) to produce four products: a narrative of your transformational leadership development to date and into the future, a case study that demonstrates your integrative problem-solving, an enhanced resume annotated with competencies you define and intend to use in the course of your career, and a portfolio of artifacts from your program studies that demonstrate transformational leadership and coaching acumen in action. The MA Capstone project is designed to be completed over the course of the final two quarters of the program.
Prerequisite: AC00, AC12, AC22, AC32, AC42.
In this course, you deepen your understanding of human development as it relates to coaching and leadership. This increased depth allows you to intervene more effectively with intent to facilitate the development of individuals and groups. You strengthen your grasp of how patterns for individual accomplishment are set in early childhood. Identifying and understanding such patterns is foundational to strengthening individual capacity to develop and even transform in every aspect of life, including career, interpersonal relationships, and health. In this course, you examine the principles of developmental psychology and the Wright Developmental Model and their implications for adult performance, and apply developmental approaches to your particular areas of academic and professional pursuit and interest.
Prerequisite: None. Corequisite: PL09 or PL10.
Adlerian psychology provides a historically important framework for understanding the processes of lifelong learning, mastery of fundamental life tasks, and the fulfillment of human potential at the individual, group, and societal levels. In this course, you expand and deepen your understanding of the Adlerian framework for facilitating individual development through coaching and leadership. You explore enhanced coaching, leadership, and training by further integrating Adlerian principles and concepts within the Wright Integrative approach to personal transformation. The course further develops intervention and strategy skills as you apply to your work environment, be it corporate or individual coaching. Advanced visioning and goal achievement approaches will be explored as you add to your mastery of life tasks and enhanced personal and social effectiveness.
Prerequisite: None. Corequisite: PL09 or PL10.
In this course you advance your knowledge of existential and human potential approaches and synthesize them into your integrative framework as it is applied to the areas of your focus for your leadership and coaching. For past students, these have ranged from education to lifestyle enhancement, parenting to psychotherapy. Existential principles and human potential approaches are viewed from the perspective of emerging neuroscience and cognitive science to maximize the empowerment by coaches and leaders. Human potential approaches will be used to facilitate group interaction as well as to cultivate individual potential while existential philosophy will be applied to individual and group empowerment. The core tenets of existential philosophy—truth, choice, engagement, and personal responsibility, among others—are grounded in daily work experience as well as in individuals’ missions, corporate missions, and operating agreements.
Prerequisite: None. Corequisite: PL09 or PL10.
By analyzing systems thinking—what it is, how it evolved, and how it is currently practiced––you will understand and use systems theory to intervene and make transformational interventions with individuals, families, groups, and organizations. You will also train others in systems analysis and intervention. In this course, you explore the relationship between culture and systems, discover ways systems relate to each other, and recognize how information flows within a system. You deepen your understanding of systems and increasingly recognize the interconnectedness of actions, organizations, and social systems. You also apply systems thinking to laboratory groups and actual work, family, and community scenarios as you use principles, operating agreements, truth-telling in naming belief systems, verbalizing power and control, and other interventions to effect systemic change.
Corequisite: PL09 or PL10.
In this course you build on the work that you did in AC431 and your first year applied projects to more deeply develop your capacity as a curriculum developer, trainer, and educator. You refine and deliver versions of the various learning modules of your dissertation (or related) training. You select a Wright Integrative training to modify, tailoring it to your research topic and to the participant group you will be studying. (If your research methodology does not include a training intervention, you modify a Wright Integrative training related to your dissertation topic or for another purpose identified in consultation with your faculty.) You complete and deliver a preliminary version of your proposed dissertation training or comparable training and deepen your understanding and application of emergence and transformative learning methodologies. You also complete two deliverables as part of your training design and delivery: you enhance your literature review as you build a glossary of key terms and concepts that provide the conceptual foundation of your training, and you submit an in-depth discussion of the training/learning methodologies on which your training is based. You also discuss how you are developing as an educator and scholar practitioner over the course of this quarter, working closely with your faculty member to ensure that you are on track with this project and using it to advance your comprehensive exam and dissertation project. You respond to in-depth, performative, and applied assignment prompts related to the design of overall training objectives, specific learning module objectives, conceptual content, and learning activities and assessment techniques. You also develop marketing material to support enrollment of participants for your training. You design and deliver three iterations of specific sections of the training, using an action research methodology to provide formative and summative learning assessments and progressively improve your training design and delivery. In discussion posts you reflect on your development as a curriculum designer, educator/trainer, business professional, and thought leader related to your dissertation research.
Prerequisite: AC311, AC321, AC331, AC351, and 431, or permission of instructor. Corequisite: PL09 or PL10 (required for students during quarters one through eight of doctoral program).
In this course you build on the work that you did in AC437 and AC365 and more deeply develop your capacity as a curriculum developer, trainer, and educator. You refine and deliver versions of the various learning modules of your dissertation (or related) training. You select a Wright Integrative training to modify, tailoring it to your research topic and to the participant group you will be studying. (If your research methodology does not include a training intervention, you modify a Wright Integrative training related to your dissertation topic or for another purpose identified in consultation with your faculty.) Building on your draft dissertation proposal in the AC437 research course and your initial draft of your training design and delivery experience in AC365, you complete and deliver a revised version of your proposed dissertation (or comparable) training. You also complete two essays as part of your final deliverables: you enhance your literature review as you build a glossary of key terms and concepts that provide the conceptual foundation of your training, and you submit an in-depth discussion of the training/learning methodologies on which your training is based. You also discuss how you are developing as an educator and scholar practitioner over the course of this quarter, working closely with your faculty member to ensure that you are on track with this project and using it to advance your comprehensive exam and dissertation project You respond to in depth, performative, and applied assignment prompts related to the design of overall training objectives, specific learning module objectives, conceptual content, and learning activities and assessment techniques. You also develop marketing material to support enrollment of participants for your training. You design and deliver three iterations of specific sections of the training, using an action research methodology to provide formative and summative learning assessments and progressively improve your training design and delivery. In discussion posts you reflect on your development as a curriculum designer, educator/trainer, business professional, and thought leader related to your dissertation research.
Prerequisite: AC 365, AC431, and AC437 or permission of instructor. Corequisite: PL09 or PL10 (required for students during quarters one through eight of doctoral program).
In this course you develop and enhance your skills in advanced emergence coaching, building on the foundation developed at the master’s level. You learn to apply the principles and practices of emergence coaching and leadership in a variety of business, organizational and life contexts, facilitating your own and others’ transformative learning and increased effectiveness. You also learn coaching approaches from the core disciplines of the Wright educational curriculum as they are integrated into the advanced emergence coaching framework. You participate in mentoring and supervision sessions with faculty throughout the quarter, focusing on your learning and application in your life, career, coaching and leadership work. You also participate in a social-emotional intelligence lab (SEI lab) where you will develop competencies as an engaged team member and influencer. You learn to identify and track a wide range of individual dynamics, assess and facilitate depth of emotional expression, and lead to enhanced emergence of positive potential. You will also complete an applied project where you conduct a brief seminar/training for an appropriate audience on the principles of emergence coaching.
Prerequisites: AC311, AC321, AC331, and AC351, or permission of instructor. Corequisite: PL09 or PL10 (required for students during quarters one through eight of doctoral program).
In this course you develop or enhance your skills in complex group leadership by co-leading or assisting a group appropriate to your experience level as determined by faculty. If faculty determines that your experience warrants it, you may assist or co-lead a transformations laboratory. You participate in group supervision with faculty on your leadership. You learn to identify and track a wide range of dynamics in groups, assess and facilitate depth of emotional expression, lead to enhance group cohesion, and empower individuals in the group. You identify key leadership issues and challenges and assess your and your fellow leaders’ levels of operating on the TIME transformational leadership continuum. You write an online project chronicling your learning, leadership, and outcomes. You also complete an applied project where you conduct a brief seminar/training for an appropriate audience on the principles of transformational leadership.
Prerequisite: AC 411. Corequisite: PL09 or PL10 (required for students during quarters one through eight of doctoral program).
The Research Methodologies and Design quarters are designed to help you build skill in scholarly inquiry. In these courses, you survey a range of research practices, and then focus on a selected practice for further study. Working with a faculty member, you design a program that explores this research practice in depth and applies it to an area of study you choose. You learn the elements of research design as well as how to design epistemologically sound research. You demonstrate understanding of the architecture of research design and how to match research tools with research objectives; the elements of good research design; how to develop, design, and write up a research plan; and how to critique research studies and reports and be a skilled consumer of research.
Prerequisites: AC311, AC321, AC331, and AC351 or permission of instructor. Corequisite: PL09 or PL10 (required for students during quarters one through eight of doctoral program).
In this course learners complete their comprehensive qualifying exams. This course is designed to be completed in 1-2 quarters. Upon successfully passing these exams, students will become Doctoral Candidates.
Prerequisite: All first- and second-year EdD coursework (AC311 through AC437).
Dissertation (AC600, 22 credits)
This course includes completing your dissertation. It includes creating and obtaining approval of the dissertation proposal; writing and obtaining approval of the IRB application; data collection and analysis, dissertation writing including literature review, final oral review, revisions, and final approval. This course is designed to be completed in two to six quarters, depending on the research method selected by the student and other factors to be incorporated in the student’s planning with his or her dissertation advisor and committee.
Prerequisite: All other doctoral courses and achievement of doctoral candidacy. (Note: While acceptance of the final dissertation draft by the faculty dissertation committee is the final requirement for graduation, the degree will not be conferred nor diploma/ transcripts released until three bound copies of the dissertation have been received by the registrar.)
Doctoral students enter the dissertation phase once they have achieved doctoral candidacy. Doctoral candidacy is achieved upon successful of all doctoral coursework (AC311 to AC437) and the Comprehensive Qualifying Examinations (AC511). An overview of the dissertation milestones is below. All milestones must successfully be completed before the Doctor of Education degree will be conferred upon the candidate by the University.
1. Select a topic.
2. Identify a faculty chair.
3. Form the dissertation committee.
4. Draft the dissertation proposal.
5. Revise and receive approval on the dissertation proposal.
6. Submit application for Institutional Review Board (IRB) approval.
7. Research and write the dissertation.
8. Complete the final oral review.
9. Obtain the final dissertation approval.
10. Proofreading and binding.
Participation in three monthly weekend residential learning sessions is required for each quarter in which a student is enrolled in the dissertation (AC600) course. All monthly weekend residential learning sessions are conducted at the Elkhorn, Wisconsin campus and made available for distance participation via webcast or remote teleconference. In person attendance is required for at least one of the three weekend sessions. If a student is unavailable to participate live, their participation includes conducting an in-depth review of recorded material and submitting time-stamped notes. Please refer to the “Dissertation Manual” for full details of the requirements of the doctoral dissertation.
PERFORMATIVE LEARNING (PL) TRAININGS
All Performative Learning Trainings are non-credit bearing.
Please note that PL01 through PL04 includes:
- A weekend training at the beginning of the quarter.
- A weekly evening 1.5-hour class for 13 weeks.
- A 45-minute coaching session biweekly.
- Weekly online written check-ins demonstrating what you learned and how you grew.
Required for AC12, Foundations of Human Development & Emotional Intelligence for Coaching & Leadership. In this PL you learn and undertake weekly assignments to further develop your emotional intelligence––identifying your emotions, understanding their role in effective functioning and personal and professional satisfaction and success, experimenting with emotional expression, being in the moment, and developing skills of emotional regulation and facility.
Required for AC22, Foundations of Human Relationships for Coaching & Leadership. In this PL you explore the impact of your family relationships on your relationships in the rest of your life, your work, and with those you coach and lead. You diagram your family tree and identify your family limiting beliefs and family member roles and special circumstances in order to identify behavioral patterns as they were laid down neurologically in your earliest years. You learn the neuroscience related to your early experiences in your family system, identify the impact of these early experiences in your life today, and develop a future vision for your relationships. You identify skills for more genuine relationships; understand how early family beliefs, norms, and patterns developed and influence current relationships; identify unconscious beliefs that drive daily actions; gain greater choice to live your own values; and be more responsible in communication.
Required for AC32, Coaching & Leadership Approaches to Developing Personal Power. In this PL you study forms of personal power and develop strategies to enhance your use of your personal power. You use your enhanced skills to overcome barriers, take more risks, and develop new ways to understand and apply the principle of intention. You understand and apply the law of requisite variety, develop more connected relationships, and take greater personal responsibility in work and other areas. You learn, practice, and apply different skills of personal power each week in your personal and professional life and in your coaching and leadership.
Required for AC42, Purposeful Living in Coaching & Leadership. In this PL you practice living with the principles of purpose, learn about the qualities of purposeful living, and begin to identify your own life purpose. You further challenge disempowering and limiting childhood beliefs, choose empowering beliefs and principles to live by, and find ways to experience every interaction as growthful. You learn about developmental models of personal development and apply these as a map to guide your spiritual development in ways that can apply to believers of all faiths. You learn and practice the skills of principle based leadership and coaching.
Required as corequisite for AC72, Transformational Leadership & Group Dynamics. This PL introduces you to group process in a group experience. You analyze the experience, get feedback, and apply academic and theoretical perspectives to your experience. You apply the analytic and intervention skills you learn to groups you attend, wherever you are. You develop a foundation to continue to become increasingly aware of group dynamics and how to intervene in groups to better achieve your and your groups’ objectives. You learn to identify formal and informal group decision processes and identify who makes decisions, who influences those decisions, and how they do it. You develop foundations for insight into who aligns with whom to control how groups interact, how groups break down, and how conflict is managed. You learn foundational skills to enhance group functioning, facilitate enhanced participation, and empower participants in the groups you lead or belong.
Prerequisites: PL01, PL02, PL03, PL04, or Instructor Permission.
Required as corequisite of AC82, Professional & Leadership Coaching. In this PL you learn powerful communication and facilitation skills including contextual listening, intentional speaking, and the power of presence to facilitate expression and problem solving in others. You discover the power of flow, aliveness, and truth in individuals naturally and easily solving their own problems with no advice. This PL provides a powerful foundation for your coaching and leadership, underlining the wisdom of individuals and groups to solve their own problems. You will discover the power of emotions and expressing them responsibly and how that impacts interactions with others. In learning how to have greater range of expression of emotions during these trainings, you develop a greater self-awareness and sense of self. You experience greater responsibility for the ways you communicate which increases satisfaction in life. As a coach and leader, you learn co-voyaging, a personal responsibility skill that helps you take responsibility for your own AC82 experience in ways that increase your insight and effectiveness.
Required for AC82, Professional & Leadership Coaching. In this PL, you engage in a coaching experience where you recruit coaching clients, coach them, learn and practice coaching skills, share your coaching experiences with other coaching students, and receive feedback and coaching to increase your effectiveness. You will gain skill and experience in the ICF coaching competencies as you increase your coaching proficiency.
Prerequisites: PL01, PL02, PL03, and PL04, or instructor permission.
Please note that transformation labs include:
- A weekly 2½ hour evening meeting.
- Three weekend trainings per year.
- A 45-minute coaching session biweekly.
- Participation in a team project once per year.
- Weekly online written check-ins demonstrating what you learned and how you grew.
Required for EdD In this PL you participate in a social and emotional intelligence transformation lab for a two-year period. You learn to identify, name, and responsibly and fully express emotions. You develop skills of social and emotional intelligence and to up- and down-regulate emotional expression. You practice effective self-care, learn to engage in conflict productively, and to be clear about desires and intentions. You identify unmet developmental needs and develop the skills to address them. You enhance your personal power and influence as you learn to orient to vision; to even more deeply tell the truth; to become aware of and effectively express judgments; to engage in conflict productively; to be clear about desires and intentions and to fulfill these, especially in coaching and leadership.
Prerequisites: PL01, PL02, PL03, and PL04.
This optional course is available for students seeking to continue the lab experience beyond PL09. In this PL you participate in a social and emotional intelligence transformation lab for a two-year period. You learn to identify, name, and responsibly and fully express emotions. You develop skills of social and emotional intelligence and to up- and down-regulate emotional expression. You practice effective selfcare, learn to engage in conflict productively, and to be clear about desires and intentions. You identify unmet developmental needs and develop the skills to address them. You enhance your personal power and influence as you learn to orient to vision; to even more deeply tell the truth; to become aware of and effectively express judgments; to engage in conflict productively; to be clear about desires and intentions and to fulfill these, especially in coaching and leadership.
Prerequisites: PL01, PL02, PL03, and PL04, and PL09.
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Accreditation: Wright Graduate University is accredited by the Distance Education Accrediting Commission, an accrediting agency recognized by the US Department of Education and the Council for Higher Education (CHEA). Wright Graduate University business programs have received specialized accreditation through the International Accreditation Council for Business Education (IACBE). See complete accreditation and recognition details here.
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I have been integrating my academic research and personal development directly into my role. I’ve been able to combine my leadership with my coursework by bringing personalized examples into my assignments. Between the WGU faculty and my student cohort, I’ve received critical feedback that I’ve taken directly into my company - positively impacting myself and my team in the process.
Wright Graduate University is the most unique education I have ever experienced. In my second year of studies, I was single and living by myself; however, I barely felt lonely because I was getting so much connection, support, and nourishment from my Wright Graduate University education. Now, the person who didn’t want to be a coach, who didn’t want to be a leader, wants to be a coach and a leader who can bring what I’ve been learning to people in Japan.
My transformational leadership studies are empowering me to be a satisfied woman in business, making sure that I’m not backing down when I have a vision, an initiative, something that I feel is important that I’m going for. Because I’m looking out for each person, the whole group is successful and everyone benefits.
What I discovered at Wright Graduate University was a dimension of richness of human interaction which I had never experienced. My relationship with my clients and coworkers became enhanced by what I was learning. I could see people’s strengths and weaknesses more clearly and support them better. I had more grace for my own struggles as I learned more about what made me tick. I have never been more connected to myself and others.
Wright Graduate University has enhanced my life in ways I never thought possible. The yearning-based learning methodology has allowed me to learn more about myself and how I operate in different environments. I am a mother of two young girls, I work full-time, and I am a business partner. I, regrettably, waited two years before choosing to sign up for the master’s program thinking I needed to change my circumstances to open space for education. Let me ensure you, it will not detract from but only enhance your current life.